Abstract
Math proficiency is considered a critical subject for entry into most science, technology, engineering, and math (STEM) occupations. This study examines the relationship between parental occupation and gender differences in students’ math performance, that is, the gender math gap. Using insights from theories of social and gender reproduction, we hypothesize that daughters of STEM-employed parents, and especially STEM-employed mothers, will score higher on standardized math tests than their peers with non-STEM parents. Multiple waves of panel data from the Early Childhood Longitudinal Study, Kindergarten Cohort (ECLS–K) featuring students in third, fifth, and eighth grades are used to examine these hypotheses. Results from random effects regression models confirm these hypotheses while also revealing support for STEM-employed father-to-son and father-to-daughter transmission of a math performance advantage. Also, regardless of parental occupation, a gender math gap remains evident. We conclude by discussing implications, study limitations, and directions for future research.
Highlights
The U.S is expected to add over one million jobs in STEM fields in the foreseeable future (President’s Council of Advisors on Science and Technology 2012).Yet, gender disparities in degree attainment may influence who is able to take advantage of job growth in this important sector of the economy
This phenomenon, sometimes described as the gender math gap, is the tendency for male students to outperform their female peers in mathematics courses and standardized tests
The gender math gap consists of the propensity for male students to outperform their female peers in math courses and standardized tests
Summary
The U.S is expected to add over one million jobs in STEM (science, technology, engineering, and math) fields in the foreseeable future (President’s Council of Advisors on Science and Technology 2012).Yet, gender disparities in degree attainment may influence who is able to take advantage of job growth in this important sector of the economy. Women currently earn less than 20 percent of all the mathematics, physical sciences, engineering, and computer science degrees in the U.S, and roughly two thirds of STEM jobs fall within these last two fields (Fayer et al 2017; Landivar 2013; U.S Department of Commerce 2010, 2011). This study aims to advance research on average differences in mathematical performance between male and female students during elementary and middle school. This phenomenon, sometimes described as the gender math gap, is the tendency for male students to outperform their female peers in mathematics courses and standardized tests
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